Research on Programmed Learning

Leith, G. O. M.

doi:10.1080/0013191640160405

Cited by 4 publications

(5 citation statements)

References 43 publications

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“…What evidence there is suggests that, in visually presented programs at least, provided enough time is allowed for the pupil to respond, automatic pacing is no less effective than pupil pacing (Briggs et al 1955;Briggs 1961;Maccoby and Sheffield 1961;Feldhusen and Birt 1962;Schramm 1962;Fry 1963;Leith et al A STUDY OF THREE PRESENTATION VARIABLES 21 1964). A number of writers in fact predict under appropriate conditions an advantage for automatic pacing (Briggs 1961;Fry 1963;Leith et al 1964).…”

Section: Responding Tomentioning

confidence: 95%

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An Experimental Study of Three Variables in the Presentation of Audio‐visual Teaching Programs

Fellows¹,

Apter²

1967

Programmed Learning and Educational Technology

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Section: Responding Tomentioning

confidence: 95%

“…A number of writers in fact predict under appropriate conditions an advantage for automatic pacing (Briggs 1961;Fry 1963;Leith et al 1964). There is as far as we know no comparable evidence for audio or audio-visual programs.…”

Section: Responding Tomentioning

confidence: 96%

An Experimental Study of Three Variables in the Presentation of Audio‐visual Teaching Programs

Fellows¹,

Apter²

1967

Programmed Learning and Educational Technology

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“…Both Fry (1963) and Leith (1964) state that personality differences affecting performance from programmed instruction will be found. Smith (1959) has suggested that as the programmer is introvert and meticulous then it may be that programs are best suited to introverted children.…”

Section: Programmed Learningmentioning

confidence: 96%

A Study of the Relationship Between Ability, Performance, Attitudes, Inclinations and Speed of Progress Using Intrinsic Programmed Instruction

Noble¹

1969

Programmed Learning and Educational Technology

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The aim of the study was to establish the interrelationship amongst a variety of individual differences and performance when children were learning mathematics from intrinsic programmed instruction presented in teaching machines. In order to investigate the reliability of such inter-relationships in different environments, a replicate rather than a large sample design was used. The sample consisted of six groups of children from four secondary schools (minimum N = 50). Various measures of intelligence, reading ability, personality trait, mathematical attainment, attitude and speed of progress were assessed and intercorrelated.Principal component analysis was done for each of the six groups. One of the components, usually the first, was one of maturation with high item correlations for age, intelligence, attainment, speed of progress, errors and gain in mathematical attainment measures. The children who most benefited from intrinsic programmed instruction were those who would most have benefited from conventional instruction. Attitude measures were found to be independent of maturational factors and were related to sex and personality traits. However, the major differences in component structure between samples suggested that reactions to, and achievement from, programmed instruction were more related to the way programmed instruction was organised in the various schools than to individual differences in age, intelligence and personality.

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“…The evidence now shows clearly that, judged by objective tests, learning using automated teaching devices is by no means inferior to traditional methods, and frequently learning by the new media takes less time (Leith, 1964). However, the objective tests given in previous studies largely record the subjects' performance on the basis of tests given on the direct content of the program.…”

Section: Introductionmentioning

confidence: 94%